SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

ESCUELA DE EDUCACIN DE BSICA
2016-2017

UNE
MACHALA-EL ORO-ECUADOR
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
AREA: SUBJECT:
Grade / course

English Language
9th

TEACHERS NAME:

Lic. Luzmila Loja Orosco

Education Level

TAGECT GROUP:

9th EGB

A1.2

2. LEARNING STANDARDS
Recognize expressions, words, and sentences in simple spoken texts related to the learners
personal, educational, and social background.
Follow speech which is very slow and carefully- articulated, with long pauses for them to assimilate
meaning within the personal, educational, and domains.
LEVEL : A.1.2 Reading
Understand and identify simple informational, transactional, and expository textsa single phrase
at a timepicking up familiar names, words, and basic phrases and rereading as required.
Extract the gist and key information items from simple informational, transactional, and expository
texts
Speaking Production
Produce slow, hesitant, planned dialogues (i.e. communication still depends on repetition,
Speaking Interaction
rephrasing and repair).
Interact and participate in brief informal discussions in a simple way by asking and answering
simple questions about the learners personal, educational, and social background.
Communication is dependent on repetition at a slower rate of speech, rephrasing, and repair.
Writing
Produce informational, transactional, and expository texts consisting of a sequence of simple
sentences that have more detail and show more variety in lexical range and sentence structure.
3. 0BJECTIVES
OBJETIVE OF THE YEAR
OBJETIVE OF AREA
To show articulation and progression, the specific objectives
By the end of the 9TH EGB, students will be able to
for listening and speaking have been formulated by taking into
To understand and use familiar everyday expressions and very basic phrases aimed at the
consideration the three main domains of interest for the target
satisfaction
group (i.e. personal18,
of needs of a concrete type (e.g. basic personal information, greetings, numbers and prices,
educational19, and public20) (Trim, 2009).
directions, habits, etc.);
To introduce themselves and others;
To ask and answer questions about personal details such as where they live, people they know,
and
things they have;
To interact in a simple way provided the other person/people talk(s) slowly and clearly and is/are
prepared to help;
To understand, identify, and produce very simple informational15, transactional16, and
expository17
Listening

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

AXIS CURRICULUM INTEGRATOR OF THE ARE

Listening, reading speaking and writing to
building learners communicative language
competence in its linguistic, sociolinguistic and
pragmatic components.

texts (e.g. signs, personal letters, short biographies, etc.) that have some detail and show some
variety in sentence structure and a range of vocabulary; and
To be aware of the society and culture of the community or communities in which English is
spoken.

Listening, reading,

4. RELATIONSHIP BETWEEN THE CURRICULAR COMPONENTS

4.1 AXIS TO THE DEVELOPED
LEARNING AXIS
CROSS AXIS
1. Development of universal human values
speaking and writing
2. Intercultural.
3. Civic and democratic formation.
4. Environmental protection.
5. Health care and recreation habits of the students
6. Comprehensive sex education.
4.2 TIMES

No.

WEEKLY COURSE
LOAD

NO. OF WORKING
HOURS

LEARNING
EVALUATION AND
UNEXPECTED ISSUES

TOTAL CLASS WEEKS

TOTAL CLASSES THE PERIOD

TOTAL

200

4 weeks

40 weeks =200

180

BLOCK TITLE

1.MY FAMILY AND ME

4.3 DEVELOPMENT OF THE CURRICULUM BLOCKS

SPECIFIC CONTENTS
OBJECTIVES OF THE
PLANNING UNIT.
-To describe peoples
personality.
-To talk about lifestyles
and free
time activities.
-To express likes and
dislikes.

-Whats Your Family Like?

-Free Time Activities

-Meet Celebrity Families
-What Kind of Person Are You?

SKILLS WITH
DEVELOPED

Grammar:
Simple Present tense with
Adverbs of Frequency
Present Progressive tense
Vocabulary: making word
combinations to remember new
expressions
Grammar: paying attention to

PERFORMANCE

CRITERIA

TO

BE

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

_To talk about custom

of the other cultures
-To talk about
Celebration in other
countries

-Diverse Customs

3.AMAZING ABILITIES

- To talk about
abilities.
-To compare peoples
attributes and abilities.
-To express opinions.

-Multiple Intelligences
-Unique People
-Outstanding People
-Its a Piece of Cake!

4.HEALTHY FOOT

- To talk about food

preferences.
- to express
agreement.
_To ask and answer
questions about food
quantities

-The Food Pyramid

- Healthy Recipes
- Eating Well
- Its Finger-Licking Good!

2.CULTURES AROUND THE WORD

-Celebrating Diversity
-Enjoying a New Culture
-Out of this World!

time expressions to choose the

right form of the verb
Reading: using pictures to
predict the content of a text
Writing: using fixed Expression to write a text
Speaking: using Really? to show
interest in a conversation
Grammar
Simple Present tense with
Adverbs of Frequency
Present Progressive tense
Vocabulary: making word
combinations to remember new
expressions
Grammar: paying attention to time expressions to choose the right form
of the verb
Reading: using pictures to predict the content of a text
Writing: using fixed expression to write a text
Speaking: using Really? to show interest in a conversation
Grammar
Modal verb Can
Comparative and Superlative Adjectives
Vocabulary: using mind maps to learn new words
Reading: reading a text several times to look for details
Writing: using because to give reasons and answer the question
why?
Listening:
-using wh-questions to get the most important details of an Event.
Using specific information to make inferences
Speaking:
giving extra information to expand conversations
recycling expressions and using them in new situations
Grammar:
Countable and Uncountabl Nouns
Some and Any
How Much and How Many
Imperatives
Vocabulary: classifying words into categories to remember vocabulary
Reading: using charts to extract and organize the main ideas in texts
Writing: using , first next, after that, then and to finally sequence
actions
Listening:

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO
paying attention to connectors of sequence to guide ones listening
paying to attention to the speakers sounds to understand their

reactions
better

Speaking: using me too or me either to express things in common

5. THEY WERE SUCCESSFUL!

-To describe peoples

personalities and
values.
-To talk about peoples
lives in the past.
-To talk about
important events in
history.

Famous Characters
World History
Inspirational Lives
Success Against All Odds!

6.UNFORGETTABLE MOMENTS

-To talk about events in

the past.
_To ask and answer
questions about the
past.
To-describe emotions.

Memories of the Past

I Had Fun on My Trip
My Favorite Anecdote
I Felt Like a Million Dollars!

FOR STUDENTS
o Videos
o Copies
o Highlighter
o Scissors
o Sheet markers
o cardboard
o City news papers
o Flipchart

FOR THE TEACHERS

o CDs
o Dictionary
o Copies
o Internet teacher books
o Markers
o Copies of the stories
o Copies organizers
o Reading work shop

Grammar:
Simple Past tense with verb To Be
Vocabulary: using context clues to get the meaning of words
Reading:
using ones background knowledge to predict the content of a text
using a timeline to organize the sequence of events
Writing: using time-related expressions to organize events
Speaking: using sorry and
wh- questionsat the end of
sentencesto ask for repetition
Grammar:
The Simple Past tense
Regular and Irregular Verb
Vocabulary: looking for the past form of the verbs in a dictionary to
improve vocabulary
Reading: identifying referents to understand detailed information
Writing:
using also to give additional information
using so to describe a result or consequence
Listening:
using wh-questions to get the most important details of an event
paying attention to the speakers tone of voice to get more clues
about their
emotions
Speaking: using the verb to be to give more details in a
conversationProject
5.RESOURCES

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO
o
o
o

Rubber
Student book
Dictionary CDs

PROPOSED METHODS

COMMUNICATIVE APPROACH

o
o
o

English lab
Videos
cardboard

6 METHOLOGY
TECHNIQUES
INSTRUMENTS
Intruding oneself
Test
role-players
Checklist
projects
Questionnaire
Game contests
Self-evaluation
Classifying
Quiz
Discussion mini debates
Glossary activities
Reading and writing stories
Intervening grammar rules
Sequencing
Group work
Doing crossword puzzle
Drawing and interpreting maps
and graphs
Play the audio and listen
Self-evaluation
Reflection
EXISTING APA 8. OBSERVATIONS

7.REFERENCES /WEBGRAPHY: USE

STANDARDS
Pardo A:N (2015)TEACHERS BOOK level 2 Quito Norma
It will used English book 2 the which is directed to 9 th EGB
Jenny Villalba e Irene Rosero (Septiembre del 2012) Ministerio
de
Educacin
del
Ecuador

MinEduc
contenidohttps//educacin.gob.ec/uploads/downloads
2014.09.01 National Curriculum Guidelines EFL. Agouto del
2014 PDF
ELABORATED BY

REVISED BY

APPROVED BY

Teachers name:
Lic. Luzmila Loja Orosco

Area director
Lic. Luzmila Loja Orosco

Headmaster
Prof. Isabel Sandoval

SIGNATURE

SIGNATURE

SIGNATURE

DATE:
01/05/2015

DATE:
01/05/2015

DATE:
01/05/2015

DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO